CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans daily lessons using Plans single lessons or Plans differentiated
available curriculum and sequence of lessons using instruction based on
information from district additional assessment knowledge of students’
and state required information on student academic readiness,
assessments. academic readiness, academic language, diverse
language, cultural cultural backgrounds, and
4.1 Using knowledge of background, and individual individual cognitive, social,
students’ academic development. emotional, and physical
readiness, language development to meet their
proficiency, cultural individual needs.7/18/20
background, and
individual Examines potential sources
development to plan Is aware of impact of bias Becomes aware of potential of bias and stereotyping
instruction. on learning. areas of bias and seeks to when planning lessons.
learn about culturally Uses culturally responsive
responsive pedagogy. pedagogy in
planning.7/18/20
Weekly planning is based
on my small group’s needs
in each subject area. Each
lesson is differentiated for
academic levels. Social,
emotional and physical
needs are considered when
working with each group.
Ie. One group may have
more discussion prompting
than another. 7/18/20
Each book and content
related literature is
reviewed before sharing or
teaching. 7/18/20
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities for
students. Matches supporting and extending
resources and specific student learning based on
strategies to students’ comprehensive information
diverse learning needs and on students.
cultural
backgrounds.12/10/20
5/7/21
Engages students in the
analysis of bias,
Planning addresses bias, stereotyping, and
stereotyping, and assumptions.
assumptions about cultures
an members of cultures.
12/10/20 5/7/21
Through differentiated
spelling lists, I am able to
provide students with
modifications and
differentiated lists they
work through the spelling
patterns and spelling
words for that given
week. In this example, I
provided students
who scored 100% on the
pretest with a challenge
list of words. 12/10/20
5/7/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available
student learning curriculum.7/18/20
Establishes and shares
learning goals for skill
development with students
in single lessons and
sequence of
lessons.12/10/205/7/21
Establishes and
communicates to students
clear learning goals for
content that are accessible,
challenging, and
differentiated to address
students’ diverse learning
needs.
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Establishes and articulates
comprehensive short-term
and long-term learning
goals for students. Assists
students to articulate and
monitor learning goals.

As I always show the I display the learning

learning objective, I need
to get better at sharing why
this learning goal is
important, and to have
smaller, more specific
goals for individual
lessons.7/18/20
objectives in my Wonders
Google Slides
presentation each week,
so that students can
actually participate in
reciting the objective, and
seeing their goal of the
lesson. 12/10/205/7/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan curriculum Establishes short- and long- Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series term curriculum plans for term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum content standards, and
sequencing long-term are linked to long-term essential related academic guidelines, frameworks, assess learning needs to
and short-term planning to support student language and formats that and assessed instructional design cohesive and
instructional plans to learning. support student needs to ensure student comprehensive long- and
support student learning.7/18/20 learning. 12/10/20 5/7/21 short-term instructional
learning plans that ensure high
levels of learning.

Curriculum plans for the During the time of

year are made prior to the
start of school. Materials
and strategies to teach the
lessons are planned
biweekly. Changes are
made while observing
student learning. 7/18/20
preparing for our WASC
accreditation, our PLC
levels meet to create
learning and teacher
goals throughout the
trimester. I check in with
these goals continuously
to change or readjust as
instructional needs are
met. 12/10/205/7/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate strategies Is aware of student content,
to meet the learning learning, and language
needs of all students needs through data
provided by the site and
district.
Selects strategies for single
lessons or sequence of
lessons that respond to
students’ diverse learning
needs.
Seeks to learn about
students’ diverse learning
and language needs beyond
basic data.
Incorporates differentiated
instructional strategies into
ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles. 7/18/20 12/10/20
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction.12/10/20
Plans instruction using a
wide range of strategies to
address learning styles and
meet students’ assessed
language and learning
needs. Provides appropriate
support and challenges for
students. 5/7/21
Integrates results from a
broad range of assessments
into planning to meet
students’ diverse learning
and language needs. 5/7/21
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to advance
learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.

Each lesson has Instruction includes

differentiated modifications
or challenges based on the
student’s level and needs
(Tier 1, Tier 2, Tier 3).
Multiple modalities are
used during lessons (video,
model, discussion, text) to
reach student learning
styles. 7/18/20

challenges, as well as
opportunity to work in
small group for those who
need more support. 5/7/21
Student work, assessments,
verbal communication and
exit tickets all play into
student’s overall assessed
grade. 5/7/21

Sight words are a key

component in students'
reading development in
first grade. Some students
may need to write
down the word many
times, some may need to
practice with flash cards,
and some need to move
around. I use sight word
songs, along with chants,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

and writing activities to

meet the needs of each
student. 12/10/20

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to differentiate adjustments to instructional wide range of adaptations
curriculum provided. or sequences of lessons to instructional plans. Uses plans and uses a variety of to lessons based on in depth
4.5 Adapting address students’ learning culturally responsive materials as the analysis of individual
instructional plans and needs. pedagogy and additional instructional needs arises to student needs.
curricular materials to materials to support support student
meet the assessed students’ diverse learning learning.12/10/20 5/7/21 Engages with students to
learning needs of all needs. 7/18/20 identify types of
students. adjustments in instruction
that best meet their learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Each lesson has
differentiated modifications
or challenges based on the
student’s level and needs
(Tier 1, Tier 2, Tier
3).Additional scaffolding
or additional visual
materials are used to aide
students who need extra
help. Additional
technology materials such
as the ipad are used to
challenge the higher level
students. 7/18/20
Integrating Innovating
I always have a group of
students who
need additional support
when they have mastered
the lesson objective(s). In
math specifically, I have
students practice their
fact fluency through
doing math sprints with
mini timers. They can
time themselves, and try
to beat their time after
finishing a sprint. It
challenges them to not
only test their fact
fluency, but do it in a
timely manner. 12/10/20
5/7/21